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Legal Rights: An Important Update
<span class="paragraphSection">National Association of the Deaf. (2015). <span style="font-style:italic;">Legal Rights—The Guide for Deaf and Hard of Hearing People</span> (6th ed.). Washington, DC: Gallaudet University Press.</span> (Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - February 8, 2017 Category: Audiology Source Type: research

Made to Hear
<span class="paragraphSection">Mauldin, L. (2016) <span style="font-style:italic;">Made to Hear: Cochlear Implants and Raising Deaf Children</span>. Minneapolis, MN: University of Minnesota Press. 215 pages. Paperback.</span> (Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - February 8, 2017 Category: Audiology Source Type: research

Interactive Reading with Young Deaf and Hard-of-Hearing Children in eBooks Versus Print Books
<span class="paragraphSection"><div class="boxTitle">Abstract</div>Interactive storybook reading is effective in enhancing deaf and hard-of-hearing (DHH) children's emergent literacy skills. The current digital era gives parents more opportunities to read books with their child. From an early age on, interaction between parent and child during literacy activities is very important for the development of emergent literacy skills. The purpose of the present study was to explore the opportunities of eBooks on a tablet for interactive reading with young DHH children. Parent and child interactive behavior in r...
Source: Journal of Deaf Studies and Deaf Education - January 30, 2017 Category: Audiology Source Type: research

The Magic Years of Early Childhood
<span class="paragraphSection">SpencerP. & KoesterL. S. (2016). <span style="font-style:italic;">Nurturing Language and Learning: Development of Deaf and Hard-of-Hearing Infants and Toddlers</span>. New York, NY: Oxford University Press. 404 pages. Paperback. $55.00</span> (Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

Auditory Deprivation Does Not Impair Executive Function, But Language Deprivation Might: Evidence From a Parent-Report Measure in Deaf Native Signing Children
<span class="paragraphSection"><div class="boxTitle">Abstract</div>Deaf children are often described as having difficulty with executive function (EF), often manifesting in behavioral problems. Some researchers view these problems as a consequence of auditory deprivation; however, the behavioral problems observed in previous studies may not be due to deafness but to some other factor, such as lack of early language exposure. Here, we distinguish these accounts by using the BRIEF EF parent report questionnaire to test for behavioral problems in a group of Deaf children from Deaf families, who have a histor...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

Vocabulary and Grammar Differences Between Deaf and Hearing Students
<span class="paragraphSection"><div class="boxTitle">Abstract</div>The present study investigated the development of literacy skills of deaf and hard-of-hearing (DHH) children in Japan. The three components of literacy, vocabulary, orthographic knowledge, and grammatical knowledge were assessed by using the subtests of the Adaptive Tests for Language Abilities (ATLAN), based on the item response theory developed by the authors). The participants consisted of 207 DHH children (first through twelfth grades) in Study 1, and 425 hearing children (first through sixth grades) in Study 2. The findings show that ...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

Fingerspelled and Printed Words Are Recoded into a Speech-based Code in Short-term Memory
<span class="paragraphSection"><div class="boxTitle">Abstract</div>We conducted three immediate serial recall experiments that manipulated type of stimulus presentation (printed or fingerspelled words) and word similarity (speech-based or manual). Matched deaf American Sign Language signers and hearing non-signers participated (mean reading age = 14–15 years). Speech-based similarity effects were found for both stimulus types indicating that deaf signers recoded both printed and fingerspelled words into a speech-based phonological code. A manual similarity effect was not observed for printed words in...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

American Sign Language and Academic English: Factors Influencing the Reading of Bilingual Secondary School Deaf and Hard of Hearing Students
<span class="paragraphSection"><div class="boxTitle">Abstract</div>For many years, researchers have sought to understand the reading development of deaf and hard of hearing (DHH) students. Guided by prior research on DHH and hearing students, in this study we investigate the hypothesis that for secondary school DHH students enrolled in American Sign Language (ASL)/English bilingual schools for the deaf, academic English proficiency would be a significant predictor of reading comprehension alongside ASL proficiency. Using linear regression, we found statistically significant interaction effects between aca...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

Daily Stress, Hearing-Specific Stress and Coping: Self-reports from Deaf or Hard of Hearing Children and Children With Auditory Processing Disorder
This study evaluated stressors and coping strategies in 70 children who are deaf or hard of hearing (D/HH) or with auditory processing disorder (APD) attending Grades 5 and 6 of a school for deaf and hard-of-hearing children. Everyday general stressors and more hearing-specific stressors were examined in a hearing-specific modified stress and coping questionnaire. Reports were compared with normative data for hearing children. Regarding everyday general stressors, stress levels for children who are D/HH or with APD did not differ from those of hearing children. Within children with hearing problems, everyday stressors were...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

The Profiles of Students With Significant Cognitive Disabilities and Known Hearing Loss
<span class="paragraphSection"><div class="boxTitle">Abstract</div>The present study describes the characteristics of students in Grades 3–12 with significant cognitive disabilities (SCD) and known hearing loss. The study analyzed results of a survey of teachers of students with SCD (<span style="font-style:italic;">n</span> = 38,367) who were slated to participate in an alternate assessment based on alternate achievement standards in 14 states in the United States. Analysis revealed similar profiles in academic achievement and symbolic language use combined with an increased incidence of ad...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

Social Maturity and Executive Function Among Deaf Learners
<span class="paragraphSection"><div class="boxTitle">Abstract</div>Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and nonusers) reported significantly greater executive function (EF) difficulties in several domains, and EF was related to social maturity. Experiment 2 found that deaf CI users and nonusers in high school d...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

The Transition From Early Intervention to School for Children Who Are Deaf or Hard of Hearing: Administrator Perspectives
<span class="paragraphSection"><div class="boxTitle">Abstract</div>Although the transition from early intervention (EI) to school is a significant milestone in the lives of young children, little research to date has investigated this transition among children who are deaf or hard of hearing (D/HH). The aims of this study were to investigate the organizational policies, procedures, and guidelines that facilitate or hinder the transition from the EI system to the school system for children who are D/HH from the perspective of program administrators. Using the Enhanced Critical Incident Technique methodolog...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

Barriers and Facilitators to Deaf Trauma Survivors’ Help-Seeking Behavior: Lessons for Behavioral Clinical Trials Research
<span class="paragraphSection"><div class="boxTitle">Abstract</div>Deaf individuals experience significant obstacles to participating in behavioral health research when careful consideration is not given to accessibility during the design of study methodology. To inform such considerations, we conducted an exploratory secondary analysis of a mixed-methods study that originally explored 16 Deaf trauma survivors’ help-seeking experiences. Our objective was to identify key findings and qualitative themes from consumers’ own words that could be applied to the design of behavioral clinical trials methodolo...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

Mental Disorders in Deaf and Hard of Hearing Adult Outpatients: A Comparison of Linguistic Subgroups
<span class="paragraphSection"><div class="boxTitle">Abstract</div>Deaf and hard of hearing (DHH) individuals who use signed language and those who use spoken language face different challenges and stressors. Accordingly, the profile of their mental problems may also differ. However, studies of mental disorders in this population have seldom differentiated between linguistic groups. Our study compares demographics, mental disorders, and levels of distress and functioning in 40 patients using Norwegian Sign Language (NSL) and 36 patients using spoken language. Assessment instruments were translated into NS...
Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research

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Source: Journal of Deaf Studies and Deaf Education - December 26, 2016 Category: Audiology Source Type: research